Supervision and Instructional Leadership: A Developmental Approach" I really like this book and my students do too. They all say, it is the one book they intend to keep after graduate school." Helen M. Marks "Ohio State University" " This text is an engaging helpful resource in teaching students about instructional leadership." This classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision. The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped to redefine the meaning of supervision and instructional leadership for both scholars and practitioners. This sixth edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter on " Supervision as a Moral Endeavor." Building on the success of previous editions, the sixth edition now addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders. |
From inside the book
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... tional effectiveness into whole - school action . Research shows that those schools that link their instruction and classroom management with profes- sional development , direct assistance to teachers , curriculum development , group ...
... tional resources . 17. The supervisor fosters teacher reflection . 18. The supervisor demonstrates effective teaching . 19. The supervisor shares innovative instruc- tional strategies . 20. The supervisor effectively assists beginning ...
... tional benefits to students . As discussed in Chapter 13 ( assessing and plan- ning ) , if we are to make a commitment to instructional change , we must also make a commitment to evaluating that instructional change . If not , then we ...
Contents
PART II | 17 |
Viewing School Culture in the Context of the Larger Culture | 33 |
What Schools Can Be | 39 |
Copyright | |
23 other sections not shown